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Rebecca Barham

Title: Associate Librarian

Department: Library - PS - Library Research Support Services

College: University of North Texas

Curriculum Vitae

Curriculum Vitae Link

Education

  • MLS, University of North Texas, 2000
    Major: Library and Information Science
    Specialization: Digital Imaging
  • MFA, University of North Texas, 1997
    Major: Painting and Drawing
    Specialization: Minor: Metalsmithing
  • BFA, University of North Texas, 1994
    Major: Art History

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

No previous courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Biographical Directory

  • Barham, R. (2016). Rebecca Barham (biographical entry). Who's Who in America. 2016 (70th) 1. Providence, NJ, Marquis Who's Who.

    • Book Chapter

  • Barham, R. (2021). The Power of Images: Postmodern Art and Memes. Teaching About Fake News : Lesson Plans for Different Disciplines and Audiences. Chicago, IL, Association of College and Research Libraries (ACRL) of the American Library Association.
  • O'Toole, E.M., Barham, R., Monahan, J.A., Smith, S.L. (2018). Teaming up with Your Graduate School for Academic and Career Success. Transforming Libraries to Serve Graduate Students. Chicago, Illinois, Association of College and Research Libraries. https://digital.library.unt.edu/ark:/67531/metadc1506778/
  • Barham, R., Venner, M.A., Hallman, C. (2018). A New Approach to Space Planning in Libraries: the Image + Text Survey. The Relevant Library: Essays on Adapting to Changing Needs. Jefferson, NC, McFarland.
  • Barham, R., Keshmiripour, S., Ramin, L., Venner, M. (2018). Student library advisory boards: Engaging students in the library experience and communicating the library’s value. Successful Campus Outreach Programs and Activities for Academic Libraries. 185-202. Rowman & Littlefield.

    • Column

  • Barham, R. (2018). Design Thinking Tools for Architecture and Design Libraries. July 2018 Association of Collegiate Schools of Architecture (ACSA). http://www.acsa-arch.org/acsa-news/read/read-more/acsa-news/2018/07/09/thinking-tools-for-architecture-and-design-libraries

    • Education Kits and Manipulatives

  • Barham, R. (2021). Art History Memes: a good laugh for the inner critic and a lesson on appropriation. https://sandbox.acrl.org/library-collection/art-history-memes-good-laugh-inner-critic-and-lesson-appropriation

    • Journal Article

  • O'Toole, E.M., Barham, R., Monahan, J.A. (2016). The Impact of Physically Embedded Librarianship on Academic Departments. Other. 16 (3) 529-556. John Hopkins Press.
  • Rebecca Barham. (2015). “What is it Worth? A Guide to Art Valuation Resources, Factors and Markets. Reference and User Services Quarterly. Volume 54 (No. 4 / 2015) 8. Chicago, IL, American Library Association. http://digital.library.unt.edu/ark:/67531/metadc699779/?q=barham%2C%20rebecca

    • Newsletter

  • Barham, R. (2020). The Medium: the Newsletter of the ARLIS/NA Texas-Mexico Chapter. Vol. 46 (No. 2 (Fall 2020)) 17. Art Libraries Society of North America (ARLIS/NA) Texas-Mexico Chapter. https://texas-mexico.arlisna.org/wp-content/uploads/2020/12/medium-v46-no2.pdf
  • Barham, R. (2020). The Medium: the Newsletter of the ARLIS/NA Texas-Mexico Chapter. Vol. 46 (No. 1 (Spring 2020)) 17. Art Libraries Society of North America (ARLIS/NA) Texas-Mexico Chapter. http://texas-mexico.arlisna.org/wp-content/uploads/2020/12/medium-v46-no1.pdf
  • Barham, R. (2014). Growing Salad Greens throughout the Winter. November (14) 2. San Antonio, Milberger Landscape and Nursery.

    • Session Report

  • Barham, R. (2013). Why Watercolor?. 39 (1/Spring 2013) 3. Art Libraries Society of North America, Texas-Mexico Chapter. http://texas-mexico.arlisna.org/wp-content/uploads/2016/08/medium-v39-n01.pdf

    • Webpage

  • Barham, R. (2021). Art Libraries Society to North America (ARLIS/NA) Texas-Mexico Chapter History. https://texas-mexico.arlisna.org/chapter-history/
  • Barham, R. (2021). Art Libraries Society of North America (ARLIS/NA) Texas-Mexico Chapter Land Acknowledgement Statement and Map. https://texasmexico.arlisna.hcommons.org/land-acknowledgement/

Contracts, Grants and Sponsored Research

    Grant - Research

  • Keralis, S.D. (Principal), Way, J.E. (Co-Principal), Baxter, D.A. (Supporting), Barham, R. (Supporting), Andrews, P. (Supporting), Burns, D. (Supporting), Treat, L. (Supporting), Smith, S. (Supporting), Henson, B. (Supporting), "Faculty Mentoring Grant: Critical Digital Pedagogy," sponsored by Vice Provost for Faculty Success, University of North Texas, $5000 Funded. (2016 - 2017).
,
Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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